On this page you will find different methods being used to implement technology into professional development.
Technology Leadership in Mississippi
The Mississippi Department of Education has created a plan to implement technology into professional development through creating technology standards for school administrators. This program includes seven different standards in the "areas of: vision; funding and long-range planning; professional development; model user; the learning environment; student learning; and legal, ethical, and security issues" (The Education Alliance at Brown University, 1998-2000). A state-of-the-art technology academy is being created for all school administrators in Mississippi.
The goals of this program are
To facilitate the integration of technology in the total district/school environment
To enhance the principals' and superintendents' technology leadership skills in support of teaching, learning and data driven decision-making
To facilitate the creation of learning environments that empower staff to infuse technology into teaching and learning
To assist school leaders in definition of local problems and issues, and the development of solutions and strategies to address them (The Education Alliance at Brown University, 1998-2000)
The overall idea of this program is to introduce teachers to using technology in their classroom by using technology in training itself.
Connections for K-12 Teaching & Learning Over Distance
This site was created by the Northwest Regional Educational Technology Consortium (NETC) for teachers and other educators as a set of resources for teachers to incorporate technology into their classroom.
"This Web site and these products are best suited to the needs of K-12 educators, parents and students, and other community members who are seriously considering
Creating and implementing online, Web-based courses and programs, and/or
Taking an online or video-based class, and/or
Using two-way, interactive videoconferencing technology for communication, collaboration, and/or instruction" (Northwest Regional Educational Laboratory).
Supported by a three-year study into professional development by the U.S. Dept. of Education (Porter et. al., 2000), the method of using a group to affect change, instead of independent and isolated workshops, is causing more school districts to use study groups as a part of professional learning. This is not saying that teachers just get in a group to discuss changes, but it goes beyond that and into an on-going developmental change. (PLCWashington.org). The process is many times divided into a cycle of introduction, analysis, implementation, and reflection, which usually takes place over many weeks or months. (Garry & Graham, 2004)
Study groups are best arranged according to academic or pedagogical interest, have a wide range of experience in participants, and need to be led by an experienced facilitator. In order for study groups to be effective in facilitating change in teaching practices, a positive expectation of purpose, participation, and discussion must be brought by the group and specific direction, high-quality resources, and accountability must provided by the supporting school district or school administration. (Garry & Graham, 2004)
(Covington, Petherbridge, & Warren, 2005) - Picture is a link.
Triangulated Support Approach
This method of professional development is integrated with administrative support and peer support in order to be successful. Triangulated support approach was used in assisting faculty to change over to online instruction in college writing courses (Covington et. al., 2005). However, it could be used in many school districts to transition teachers to using any form of new technology. As with the study groups, peer support is essential to the success of professional development (Garry & Graham, 2004). Peer support was given through peer coaching, peer-to-peer workshops, and shared experiences at both orientation and the intensive training. The administrative support component includes the defined goals, assisting with concerns, and giving support through resources and other means (Covington, et. al., 2005).
The professional development component of this system is built on a basic format. The needs of the staff were assessed, training was provided, and the training was evaluated to improve its future success (Covington et. al., 2005). One of the trainings provided was a week-long intensive Summer Institute, which is similar to the professional development discussed in Summer Workshop with Online Courses (Watson, 2006). While many of the components of this system are like other professional development programs, it shows that professional development without peer support and administrative support will not succeed.
Intensive Summer Workshop with Supplemental Online Classes
In this method, an intensive summer workshop was used to improve teacher computer self-efficacy along with supplemental online classes. This was a part of a NSF grant in the West Virginia K-12 RuralNet Project to train teachers (Watson, 2006).
Teachers involved with this participated in a five-day workshop followed by two consecutive, semester-long courses in computer skills that were offered online. A positive correlation was shown between this type of professional development and teacher self-efficacy with computers (Watson, 2006). Support for this form of professional development was also confirmed in the triangulated support approach as well (Covington et. al., 2005).
Learning to Teach with New Technology: Implications for Professional Development
This method describes a professional development program designed to help K-12 teachers effectively integrate technology into their classrooms. It also investigates the impact of this program on teacher learning, taking into consideration school contextual factors. The findings of the study indicate that the program was effective in helping teachers improve their technological skills and become aware of new pedagogical strategies made possible with the use of technology (Mouza, 2002/2003).
As a direct result, two of the teachers who participated in the program began implementation of key program activities shortly thereafter. Critical contextual factors that affected the effiacy and degree of technology implementation within the school environment included:
1. administrative support
2. student needs
3. collaboration with other teachers
4. technological resources
Findings of this study help draw guidelines for future design of professional development related to the use of technology in K-12 classrooms.
This is a program/method that is known as GenYES. It is a mentoring model that was originated in Washington State's Olympia School District 1996. It makes teachers and students collaborative partners in learning (Chuang & Thompson, 2005). This program has developed and implemented an instructional technology support model that includes authentic involvement of students in grades 3-12.
Instead of having teachers take online courses or attend workshops or college courses for professional development in technology integration, the program makes it possible for students to mentor teachers and serve as resources at the teachers' school. The GenYES model trains students to provide continual on-site content-related technology support to teachers (Chuang & Thompson, 2005).
On this page you will find different methods being used to implement technology into professional development.
Technology Leadership in Mississippi
The Mississippi Department of Education has created a plan to implement technology into professional development through creating technology standards for school administrators. This program includes seven different standards in the "areas of: vision; funding and long-range planning; professional development; model user; the learning environment; student learning; and legal, ethical, and security issues" (The Education Alliance at Brown University, 1998-2000). A state-of-the-art technology academy is being created for all school administrators in Mississippi.
The goals of this program are
The overall idea of this program is to introduce teachers to using technology in their classroom by using technology in training itself.
Link to Site
Connections for K-12 Teaching & Learning Over Distance
This site was created by the Northwest Regional Educational Technology Consortium (NETC) for teachers and other educators as a set of resources for teachers to incorporate technology into their classroom.
"This Web site and these products are best suited to the needs of K-12 educators, parents and students, and other community members who are seriously considering
Link to Site
Study Groups for Professional Learning
Supported by a three-year study into professional development by the U.S. Dept. of Education (Porter et. al., 2000), the method of using a group to affect change, instead of independent and isolated workshops, is causing more school districts to use study groups as a part of professional learning. This is not saying that teachers just get in a group to discuss changes, but it goes beyond that and into an on-going developmental change. (PLCWashington.org). The process is many times divided into a cycle of introduction, analysis, implementation, and reflection, which usually takes place over many weeks or months. (Garry & Graham, 2004)
Study groups are best arranged according to academic or pedagogical interest, have a wide range of experience in participants, and need to be led by an experienced facilitator. In order for study groups to be effective in facilitating change in teaching practices, a positive expectation of purpose, participation, and discussion must be brought by the group and specific direction, high-quality resources, and accountability must provided by the supporting school district or school administration. (Garry & Graham, 2004)
PLCWashington.org
Triangulated Support Approach
This method of professional development is integrated with administrative support and peer support in order to be successful. Triangulated support approach was used in assisting faculty to change over to online instruction in college writing courses (Covington et. al., 2005). However, it could be used in many school districts to transition teachers to using any form of new technology. As with the study groups, peer support is essential to the success of professional development (Garry & Graham, 2004). Peer support was given through peer coaching, peer-to-peer workshops, and shared experiences at both orientation and the intensive training. The administrative support component includes the defined goals, assisting with concerns, and giving support through resources and other means (Covington, et. al., 2005).
The professional development component of this system is built on a basic format. The needs of the staff were assessed, training was provided, and the training was evaluated to improve its future success (Covington et. al., 2005). One of the trainings provided was a week-long intensive Summer Institute, which is similar to the professional development discussed in Summer Workshop with Online Courses (Watson, 2006). While many of the components of this system are like other professional development programs, it shows that professional development without peer support and administrative support will not succeed.
Intensive Summer Workshop with Supplemental Online Classes
In this method, an intensive summer workshop was used to improve teacher computer self-efficacy along with supplemental online classes. This was a part of a NSF grant in the West Virginia K-12 RuralNet Project to train teachers (Watson, 2006).
Teachers involved with this participated in a five-day workshop followed by two consecutive, semester-long courses in computer skills that were offered online. A positive correlation was shown between this type of professional development and teacher self-efficacy with computers (Watson, 2006). Support for this form of professional development was also confirmed in the triangulated support approach as well (Covington et. al., 2005).
Learning to Teach with New Technology: Implications for Professional Development
This method describes a professional development program designed to help K-12 teachers effectively integrate technology into their classrooms. It also investigates the impact of this program on teacher learning, taking into consideration school contextual factors. The findings of the study indicate that the program was effective in helping teachers improve their technological skills and become aware of new pedagogical strategies made possible with the use of technology (Mouza, 2002/2003).
As a direct result, two of the teachers who participated in the program began implementation of key program activities shortly thereafter. Critical contextual factors that affected the effiacy and degree of technology implementation within the school environment included:
1. administrative support
2. student needs
3. collaboration with other teachers
4. technological resources
Findings of this study help draw guidelines for future design of professional development related to the use of technology in K-12 classrooms.
Link to article
Students Teaching Teachers:
This is a program/method that is known as GenYES. It is a mentoring model that was originated in Washington State's Olympia School District 1996. It makes teachers and students collaborative partners in learning (Chuang & Thompson, 2005). This program has developed and implemented an instructional technology support model that includes authentic involvement of students in grades 3-12.
Instead of having teachers take online courses or attend workshops or college courses for professional development in technology integration, the program makes it possible for students to mentor teachers and serve as resources at the teachers' school. The GenYES model trains students to provide continual on-site content-related technology support to teachers (Chuang & Thompson, 2005).
Link to article